How stress affects your learning

October, 2012

A small study shows that stress makes it more likely for learning to use more complicated and subconscious processes that involve brain regions involved in habit and procedural learning.

We know that stress has a complicated relationship with learning, but in general its effect is negative, and part of that is due to stress producing anxious thoughts that clog up working memory. A new study adds another perspective to that.

The brain scanning study involved 60 young adults, of whom half were put under stress by having a hand immersed in ice-cold water for three minutes under the supervision of a somewhat unfriendly examiner, while the other group immersed their hand in warm water without such supervision (cortisol and blood pressure tests confirmed the stress difference).

About 25 minutes after this (cortisol reaches peak levels around 25 minutes after stress), participants’ brains were scanned while participants alternated between a classification task and a visual-motor control task. The classification task required them to look at cards with different symbols and learn to predict which combinations of cards announced rain and which sunshine. Afterward, they were given a short questionnaire to determine their knowledge of the task. The control task was similar but there were no learning demands (they looked at cards on the screen and made a simple perceptual decision).

In order to determine the strategy individuals used to do the classification task, ‘ideal’ performance was modeled for four possible strategies, of which two were ‘simple’ (based on single cues) and two ‘complex’ (based on multiple cues).

Here’s the interesting thing: while both groups were successful in learning the task, the two groups learned to do it in different ways. Far more of the non-stressed group activated the hippocampus to pursue a simple and deliberate strategy, focusing on individual symbols rather than combinations of symbols. The stressed group, on the other hand, were far more likely to use the striatum only, in a more complex and subconscious processing of symbol combinations.

The stressed group also remembered significantly fewer details of the classification task.

There was no difference between the groups on the (simple, perceptual) control task.

In other words, it seems that stress interferes with conscious, purposeful learning, causing the brain to fall back on more ‘primitive’ mechanisms that involve procedural learning. Striatum-based procedural learning is less flexible than hippocampus-based declarative learning.

Why should this happen? Well, the non-conscious procedural learning going on in the striatum is much less demanding of cognitive resources, freeing up your working memory to do something important — like worrying about the source of the stress.

Unfortunately, such learning will not become part of your more flexible declarative knowledge base.

The finding may have implications for stress disorders such as depression, addiction, and PTSD. It may also have relevance for a memory phenomenon known as “forgotten baby syndrome”, in which parents forget their babies in the car. This may be related to the use of non-declarative memory, because of the stress they are experiencing.

Reference: 

[3071] Schwabe, L., & Wolf O. T.
(2012).  Stress Modulates the Engagement of Multiple Memory Systems in Classification Learning.
The Journal of Neuroscience. 32(32), 11042 - 11049.

Related News

Following a 1994 study that found that errorless learning was better than trial-and-error learning for amnesic patients and older adults, errorless learning has been widely adopted in the rehabilitation industry.

In a recent study, 40 undergraduate students learned ten lists of ten pairs of Swahili-English words, with tests after each set of ten. On these tests, each correct answer was followed by an image, either a neutral one or one designed to arouse negative emotions, or by a blank screen.

Given all the research showing the importance of sleep for consolidating memories, it should come as no great surprise that the reverse is also true: depriving yourself of sleep could help you forget experiences you would prefer not to remember.

A mouse study has revealed the brain becomes overly stimulated after a traumatic event causes an ongoing, frenzied interaction between two brain

The role of sleep in consolidating memory is now well-established, but recent research suggests that sleep also reorganizes memories, picking out the emotional details and reconfiguring the memories to help you produce new and creative ideas.

Confirming earlier research, a study involving 257 older adults (average age 75) has found that a two-minute questionnaire filled out by a close friend or family member is more accurate that standard cognitive tests in detecting early signs of Alzheimer’s.

Reports on cognitive decline with age have, over the years, come out with two general findings: older adults do significantly worse than younger adults; older adults are just as good as younger adults.

Children’s ability to remember past events improves as they get older. This has been thought by many to be due to the slow development of the

A number of studies have found that source memory (knowing where you heard/read/experienced something) is a particular problem for older adults. Destination memory (knowing who you’ve told) is an area that has been much less studied.

Findings that children are less likely than adults to distort memories when negative emotions are evoked has significant implications for the criminal justice system.

Pages

Subscribe to Latest newsSubscribe to Latest newsSubscribe to Latest health newsSubscribe to Latest news
Error | About memory

Error

The website encountered an unexpected error. Please try again later.